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I have tried in the present volume to give an account of philosophical development which shall contain the most of what a student can fairly be expected to get from a college course, and which shall be adapted to classroom work. What I have attempted to accomplish will be sufficiently covered in the following statements: The chief aim has been simplicity, in so far as this is possible without losing sight of the real meaning of philosophical problems. In summing up the thought of any single man, I have left out reference to the minor points of his teaching, and have endeavoured to emphasize the spirit in which he philosophized, and the main problems in connection with which he has made an impression. Similarly, I have passed over many minor names without mention, unless some literary or historical interest creates the presumption that the student is already acquainted with them in a general way. Of course, the relative space that can most profitably be given to different topics is a matter of judgment, and I cannot hope that my choice will always be approved. But it is clear, I think, that The same principle can hardly be used in an introductory work that would suit more advanced students. I have tried continually to keep in mind the results that can reasonably be hoped for from a college class. So, for example, the medieval period is intrinsical of great importance. But, from the standpoint of an introductory course, it has also marked disadvantages, and I have, accordingly, only given it a brief space. Similarly, I have not attempted to trace the more technical lines of influence from one philosopher to another, as they are almost impossible for the student to grasp. Whatever the success of the present attempt, I think there is a place for a book with this selective purpose alongside such a volume. Arthur Kenyon Rogers

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